Parental and school influences upon the career development of poor youth of color

Abstract

Critical career development tasks for adolescents include developing vocational expectations and a connection to the world of work. Given the sociopolitical barriers to the career development of poor Youth of Color, it is vital to identify contextual resources facilitative of their career development. The present study examines the impact of relational and instrumental parental support and instrumental school support upon vocational expectations and work salience among poor Youth of Color. Participants from the National Educational Longitudinal Study (NELS) were examined longitudinally from 12th grade to two years after they had finished high school. The obtained structural models suggested that relational and instrumental parental support had a direct effect upon work salience and instrumental parental support a significant indirect effect two years later. Instrumental school support and relational parental support had direct effects upon vocational expectations and nonsignificant indirect effects two years later. These findings illuminate contextual factors facilitative of vocational expectations and work salience, provide support for school-based career development programs, and suggest that incorporating relational and instrumental parental support could augment intervention programs for poor Youth of Color.